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dc.contributor.authorKenny, Allison-
dc.description.abstractThe purpose of this study was to investigate the efficacy of employing direct-based instructional methods to enhance the writing process within a self-contained special education classroom. This study examines the impact of structured and systematic teaching approaches on improving writing proficiency. The research evaluates the implementation of direct-based instruction, encompassing explicit strategies and sequential steps tailored to accommodate individual learning styles and special education requirements.. By employing qualitative and quantitative research methodologies, including observations, rubrics, and pre- and post-assessment analyses, this study aimed to explain the effectiveness of this pedagogical approach. Findings from this research contribute valuable insights into optimizing the teaching of the writing process in special education settings, offering practical recommendations to empower educators in fostering enhanced writing skills among students with diverse learning needs. This study concluded that students were able to write more and became more independent with their writing. Additionally, student engagement and excitement about writing increased.en_US
dc.format.extent57 pagesen_US
dc.publisherWilliam Paterson Universityen_US
dc.subjectSpecial educationen_US
dc.subjectWriting processen_US
dc.titleThe Effect of Using the Writing Processen_US
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